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CIN: Computers, Informatics, Nursing:
doi: 10.1097/01.NCN.0000446025.38854.c6

Animation Shows Promise in Initiating Timely Cardiopulmonary Resuscitation: Results of a Pilot Study

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Back to Top | Article Outline


GENERAL PURPOSE: To provide an investigation of the effect of animation on response time to cardiac arrest.

LEARNING OBJECTIVES: After reading the article and taking this test, you will be able to:

1. Describe the cardiac arrest and cardiopulmonary resuscitation (CPR) education.

2. Identify the results of the study and their implications for nursing education.

1. Research cited by the authors found the in-hospital cardiac arrest survival rate to be

a. less than 30%.

b. 40%.

c. 50%.

d. greater than 60%.

2. Compared with those who receive CPR after 1 minute, those who receive CPR within 1 minute of collapse

a. are usually resuscitated by a dedicated code team.

b. require fewer pharmacologic interventions.

c. have double the chance of survival to hospital discharge.

d. experience statistically similar outcomes.

3. The authors’ arguments for development of alternative teaching methods include

a. the need for prelicensure students to learn relevant new technologies.

b. difficulties securing clinical placements most favorable to meeting course objectives.

c. the current abundance of nursing faculty allowing for creative curriculum development.

d. a need to attract a generation of technology users to low enrollment nursing programs.

4. The goal of this study was to measure the effect of animation on

a. nurses’ emotional response to cardiac arrest.

b. effectiveness of CPR.

c. multidisciplinary team collaboration.

d. students’ response time and safety.

5. What did the two-dimensional (2D) animation multimedia project illustrate?

a. the response of a code team to various emergencies

b. initial steps taken to treat an unresponsive patient

c. a noninteractive series of clinical scenarios

d. all American Heart Association (AHA) Basic Cardiac Life Support certification guidelines

6. All students in the study were prepared for the mannequin simulation scenario through

a. use of the 2D animation.

b. discussion and lectures.

c. review of cardiac arrest procedures.

d. hands-on demonstration.

7. The experimental group

a. was younger in age than the control group.

b. was not Basic Life Support certified.

c. had no discussion period.

d. used animation scenarios.

8. Which steps are included in the AHA guidelines?

a. call for help, “Look, Listen, and Feel,” and chest compressions.

b. call “code blue,” flattening the bed, and chest compressions.

c. check for a pulse, flattening the bed, and chest compressions.

d. check for pulse and respirations, calling “code blue,” and chest compressions.

9. Measurement of “response time to cardiac arrest” was initiated when

a. a predetermined blood pressure threshold was reached.

b. bedside electrocardiogram tracing indicated ventricular fibrillation.

c. students recognized a cardiac arrest.

d. safe patient care and CPR was started.

10. Clinical instructors were present during mannequin simulation to

a. monitor and correct CPR technique.

b. record the response time to cardiac arrest.

c. call the “code blue.”

d. confirm arterial line and electrocardiogram readings.

11. What did the results of the study show?

a. no measurable differences between the experimental and control groups

b. higher response times for those with additional degrees

c. a significant association between training type and response time

d. lower response times for those with prior code experience

12. What was the median response time for the experimental group?

a. 1.7 seconds

b. 7.6 seconds

c. 13.8 seconds

d. 42.75 seconds

13. Eighty-six percent of the student evaluations reported that the animation sessions

a. enhanced their knowledge in managing unresponsive patients.

b. could incorporate more interactive features.

c. clearly explained the rationale for new AHA guidelines.

d. must be incorporated in future education.

14. Researchers felt that the difference in response times between the two groups

a. was diminished after excluding certain variables.

b. could not be replicated in further studies.

c. might impact patient survival.

d. was related to recentness of Basic Life Support certification.

15. Which conclusion is supported by previous studies among students of science and medicine?

a. Those who used animation could understand more difficult concepts.

b. Animation had no effect on long-term retention of complicated concepts.

c. There was no advantage to adding animation to existing teaching plans.

d. Animation sessions significantly affected scores on certification examinations.

16. The authors argue that, in CPR, proper technique is equally important to

a. experience of the provider.

b. age of the patient.

c. timeliness.

d. environmental stressors.

17. The authors suggest that further research include

a. patient outcomes.

b. students of other medical professions.

c. a greater number of variables.

d. a larger sample size.

18. Which was a limitation of the study as identified by the authors?

a. self-selected sample

b. small sample size

c. investigator bias

d. limited statistical analysis.

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